Marginalization of students who are Black, Indigenous, and other People of Color (BIPOC) in U.S. schools has been well-documented. For decades, research on teaching and teacher
education has sought to understand and counter this marginalization, primarily by opening access to academic content and by implementing culturally rooted, asset-based frameworks.
This paper by Niral Shah at University of Washington reviews the past 10 to 15 years of research on teaching and teacher education for racial equity and racial justice. The review covers general education research, as well as research in particular disciplines (literacy, social studies, science, and mathematics).
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